Exploring pastoral staff’s experiences of their own emotional well-being in a secondary school

• Published in: Educational and child psychology Vol. 29; no. 4; pp. 121 - 132
• Main Author: Partridge, Katie
• Format: Journal Article
• Language: English
• Published: 01.12.2012
• ISSN: 0267-1611; 2396-8702
• DOI: 10.53841/bpsecp.2012.29.4.121

Mental Health (MH) and Emotional Well-Being (EWB) strategies such as Social, Emotional Aspects of Learning (DfES, 2005, 2007) and the Targeted Mental Health in Schools project (DCSF, 2009) are increasingly implemented in schools. However, there has been little research into the EWB of staff. This paper reports mixed methods research that explored six pastoral staff’s experiences of their own EWB in a secondary school. The qualitative phase explored participants’ experiences using semi-structured interviews and were analysed using Interpretative Phenomenological Analysis. The quantitative phase adopted Personal Construct Psychology and participants took part in Repertory Grid interviews to explore how they construed work situations. Findings are discussed in relation to the literature and both psychodynamic and systemic theoretical perspectives were applied at an individual and organisational level. The findings corroborate existing theory and literature, and extend findings regarding interpersonal relationships. Interestingly, experiences could be simultaneously difficult to manage emotionally yet be positive for staff EWB as working through adversity generated internal reward. Nevertheless, in order to manage the emotional demands and provide a containing function to others, coping mechanisms were employed and containment was sought. The research indicated both idiographic and nomothetic findings which inform our understanding of individual differences and how overarching concepts such as containment were applicable for all participants. Implications for Educational Psychology (EP) practice are discussed in relation to developing the EWB needs of pastoral staff and promoting a supportive whole school ethos through consultations, group work and training.